New materials, documents, and related resources will be continually added to this area of the site. Please feel free to explore the various information below, and check back frequently for new updates!

Latest Resources

State Personnel Development Grant (SPDG) Overview Slide

Overview of State Personnel Development Grant

Watch Mary Spencer, Education Specialist at Rhode Island Department of Education (RIDE), provide an overview of the State Personnel Development Grant (SPDG), also showcasing a number of opportunities in funded partnerships between SPDG & Rhode Island Educator Preparation Programs (EPPs).

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Right to Read Act – Discussion of Resources with Rhode Island Department of Education & CEEDAR Staff

Join us for a video discussion with the Rhode Island Department of Education (RIDE) and CEEDAR staff. This presentation provides helpful information for Educator Preparation Programs working to meet the requirements of the Right to Read Act in Rhode Island.

Watch the Video Replay
Right to Read Flyer Image

Right to Read Film Screening

The Rhode Island Science of Reading Group, in collaboration with Rhode Island College, is hosting a film screening of the Right Read Film on Friday, 4/28. at 6:30 pm. Please join us for this engaging film, followed by a panel discussion focusing on the important work being done in Rhode Island to improve literacy, and discussing ways to create stronger and equitable implementation systems to advance literacy for all students.

Find Out More and RSVP
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Diverse Learners and Equity with MTSS Rhode Island

Multi-tiered System of Supports (MTSS) is a framework that increases student achievement, along with social and emotional competencies, through prevention and intervention in general education. At MTSS Rhode Island, we help districts and schools build systems to meet the academic, behavioral, and social-emotional needs of their students. To support educators using MTSS in adopting a lens dedicated to equity and inclusion, the New York State Education Department has created and shared a framework for supporting culturally responsive-sustaining education.

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Culturally Responsive and Sustaining Education (CRSE)

The focus of Culturally Responsive and Sustaining Education (CRSE) is a combination of research-based practices that compound implications for instruction, curriculum and instructional materials in combination with culturally relevant and/or responsive teaching, culturally responsive pedagogy, and culturally sustaining pedagogy. Ultimately, the intent in is to provide grounding principles and contextual knowledge to support educators in the classroom to be responsive to students’ linguistic and sociocultural diversity.

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State-Recognized Partnership Agreement Tier 2

This state-recognized partnership agreement formalizes any relationship wherein EPPs place pre-service educator candidates in schools/districts for any length of field experience, practicum, or student-teaching. It is a collaborative agreement that will undergo a vetting process, and includes EPPs, LEAs, SEAs, and other appropriate constituents. Supported by RIDE, this agreement is designed to include all EPPs and LEAs that wish to participate under the terms of this document.

Read the Full Document [PDF]
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Rhode Island State Leadership Team (SLT)

State Leadership Teams include representatives from applicable departments within the SEA, LEAs, IHEs, and other stakeholder groups. The SLT is charged with the creation and implementation of the blueprint.

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Rhode Island Science of Reading & Structured Literacy Syllabi Refinement Tool

The Rhode Island Science of Reading and Structured Literacy Syllabi Refinement Tool crosswalks all competencies and components of instruction required to develop a proficient level of knowledge within the Rhode Island Right to Read Act.

Read the Full Document [PDF]
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Resource Bank for Syllabi Enhancement

This resource bank supplements the Rhode Island Science of Reading and Structured Literacy Syllabi Refinement Tool with materials for supporting coursework and professional development in literacy.

Read the Full Document [PDF]

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